College of Veterinary Medicine
Student - Driven Learning Modules in Agents of Disease-1 Course
Tom Molitor, Ann Fitzpatrick, and Maxim Cheeran,
Objectives
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To develop a ten minute interactive learning module focused on a specific infectious disease and
agent of disease that can be used as a resource for review and education by students, faculty, and
potentially by the public.
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Pedagologically - to move from the lower levels of knowledge and understanding to the higher levels
of application, analysis, and creation in Bloom’s Taxonomy of educational goals.
Agent/Disease
Assignment
• Students were allowed to
state a preference for species
and agent type
• canine, feline, equine,
bovine, swine, or
wildlife/aquatic
• viral, bacterial, or parasitic
• Students were assigned to
groups of 6 according to their
first or second choices for
species and agent type on a
first come/first serve basis.
Modules Developed 2014
(N=17)
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Feline Leukemia virus
Toxoplasma gondii
Feline Infectious Peritonis (FeCoV)
Strangles Streptococcus equi,
Strongylinae & Cyanthosominae
Equine Herpesvirus-1
Kennel cough, Bordetella
brochiseptica
Heartworm, Dirofilaia immitis,
Canine Parvovirus-2
Bovine Virus Diarrhea
Johne’ disease, Mycobacterium
paratuberculosis
Bovine coccidiosis , Eimeria sp
Swine Rotavirus
Swine Influenza Virus
Rabies in wildlife
Moose liver flukes, Fascioloides
magna,
Viral Hemorrhagic Septicemia Virus
Concept Map
Power Point
presentation
Content
Development
• Each group initially developed a
concept map illustrating the required
elements for the module including :
• Agent
• pathogenesis, transmission
• diagnosis,
• treatment, and prevention/control
of the disease.
• Optional elements
• epidemiology
• geographic distribution of the
disease.
Example Concept maps
• The students developed the
content for their modules utilizing
their concept maps and were also
required to include:
• case-based information
• knowledge check questions
• Once the groups developed the
content for the modules they
were required to have a faculty
expert sign off on the information
for accuracy and completeness.
• Each group of students created a
PowerPoint presentation, including
• factual content as well as
• images, videos, and diagrams to assist
in presentation of the material about
their assigned agent of disease.
• The groups decided on the non-linear
pathways and interactions to be
included in the module. Possible
interactions included:
• interactive click boxes, roll-over text
and images, audio, video (Utube),
drag and drop interactions, quizzes,
Interactive module
development
Evaluation
• Adobe Captivate 7 was the software used
to develop the actual modules. Captivate
is a program that allows the development
of interactive e-learning modules.
• Output is to Flash (swf) or HTML5 format.
Captivate can be used to convert
PowerPoint presentations into more
interactive learning modules.
• In order to limit the amount of time
students spent learning a new software
program, the modules were entered into
the Captivate format using the students’
designs.
• *One group developed a Utube video
rather than a Captivate presentation
Example PowerPoints
• Peer review
• Groups were asked to provide
any feedback and suggestions
for clarification or missing
information to their peers. The
groups then made any changes
to their modules based on peer
feedback.
• Instructor review
• The modules were reviewed
and graded by at least three
faculty members using a rubric
• 60% of grade based on group
score for the module
• 40% based on peer assessment
and personal reflections
Summary and Conclusions*
What worked well:
1. The goal of Student groups generating
learning modules intended for othersworked –was effectvie learn tool.
2. Student selection of species
3. Process worked effectively
4. Individual accountability on group
project
5. Reflections at the end
What could be improved upon.
1. Student expectation upfront
2. Capabilities of Adobe captivate
3. Incorporating audio into modulenarration
4. Summative scoring in peer review
See computer for examples of SIV and Johne’s disease modules
Future: AOD library, wide access
* From student based reflections and
faculty responses